<p>This article presents a methodological guide for conducting self-study research, grounded in the lived experience of a teacher-researcher transitioning from Brazil to Aotearoa New Zealand. The research investigated teaching praxis during cultural and professional shifts, focusing on how personal history, pedagogical assumptions, and reflective practices evolve in new educational contexts. The aim is to make visible the methodological dimensions of self-study and explore its application in cross-cultural and transitional settings. The methodology applied in this study integrates journaling, memory work, personal history, and a developmental portfolio, supported by the flexible and responsive use of bricolage. Critical friends played a central role, contributing to data triangulation, challenging assumptions, and co-constructing meaning through dialogical engagement. Thematic analysis was used to interpret data across personal narratives, artefacts, and collaborative dialogues. This article highlights how bricolage supported methodological adaptability and how critical friendship enriched the depth and trustworthiness of the inquiry. Five research outcomes were generated, including an autobiographical chapter and four qualitative articles, each shaped by the evolving nature of the teaching context and collaborative inquiry. Thus, this study affirms self-study as a powerful methodology for investigating teaching praxis in culturally shifting environments. It offers practical insights for educators and researchers, including the value of methodological flexibility, the importance of engaging diverse critical friends, and the potential of self-study to support professional growth and transformation.</p>